Self-Reflexivity as a Methodological Framework for Conducting Research in Inclusive Education in the Global South

Document Type

Article

Publication Date

2026

Journal Title

International Journal of Qualitative Studies in Education

DOI

https://doi.org/10.1080/09518398.2026.2640851

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Keywords

self-reflexivity, positionality, intersectionality, Global South, disability and inclusive education

Disciplines

Education

Abstract

Recent research points to the complications in the power dynamic between researchers and the researched within the arena of international inclusive education and development due to the unquestioned assumption of the supremacy of western/Eurocentric epistemologies. Ableism and perceptions of disability add additional layers of complexity that are currently under-researched. Presenting evidence from our experiences of conducting disability-related research in India and Colombia, in this paper we argue that it is necessary for researchers to identify their own positionality, or an understanding of their own power and privilege, and their insider/outsider status, using self-reflexivity as a research tool towards a deeper understanding of how factors like class/caste and language, can influence both the power dynamics and the outcomes of the research, thus reducing some of the imbalances in power and enabling more equitable relationships with participants.

Original Publication Citation

Kalyanpur, M., & Kamenopoulou, L. (2026). Self-Reflexivity as a methodological stance for conducting research in inclusive education in the Global South. International Journal of Qualitative Studies in Education, https://doi.org/10.1080/09518398.2026.2640851 

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